The (Il)legitimacy of Arizona’s English-Only Language Policies: An Analysis of Legitimacy in Language Policy Discourse

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Critical Inquiries Into Issues of Racial Disproportionality in K-12 Education (Table 10)

Abstract

For over two decades, emergent bilingual students in Arizona have languished under the state's English-only Structured English Immersion policies. Using Theo Van Leeuwan’s legitimation in discourse framework, this study longitudinally tracks shifts in legitimation tactics across four iterations of the policy. Analysis shows how changing policy contexts and the provision of counterevidence—both empirical and anecdotal—have delegitimized initial arguments for the policy. Yet, despite this, English-only education still maintains its grip on emergent bilingual students. Why? The answer to this question is found in the words of Tom Horne, “We all have to obey the law.” This single form of impersonal authorization renders all counterevidence and delegitimating tactics moot. Therefore, the only path forward is by passing another voter-initiative.

Author

• Lindsey A. Brown, Arizona State University